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Compare how two different directors portray Lydia's elopement |
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| | | Author | Jessica Hardiman | | | | Topic | Pride and Prejudice | | | | Key Words | Austen, Pride and Prejudice, elopement, Mr. Wickham, Lydia Bennet, Brighton | |
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| Show full lesson spec |
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Two extracts from different adaptations of Pride and Prejudice that portray Lydia's elopement.
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These two extracts from two separate adaptations are a good way of comparing the different ways in which a text can be interpreted on screen.
This lesson idea uses the film extracts to develop the students' comparative language. It reinforces comparison skills and asks students to apply these specifically to moving image texts. The students' own ideas form the bulk of the lesson, as they make choices about their own tastes and preferences when adapting the novel for the screen. This then forms the basis of a comparative piece of writing where they compare and contrast their own choices with those of the directors of both adaptations.
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Lesson Objective - To be able to compare two film adaptations citing evidence from both media texts
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Trailer Students are given the elopement extract to read and are asked to write a memo to the director of a new adaptation of Pride and Prejudice, advising on what the key points for the scene should be, what the audience need to understand, and what the priorities should be.
This starter can be differentiated by asking less able students to pick out the key points from the extract - what the audience discover that is new; brighter students can relate these key points to the wider context of the novel, and record their ideas about why the events in this extract are significant; even abler students can then advise the director on prioritising the key points, using evidence to do so.
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Main Attraction Students are asked to feedback their ideas from the starter, and to discover whether they picked out the same key points so that each student has a full list of the key points. Students should then make a tale in their books using the key points, and write them in a table with three columns. The key points should be written in the left-hand column, and the other two columns labelled '1967 version' and '1995 version' and to leave the boxes underneath these blank for the time being.
Show the students the two extracts and ask them to tick off in their book evidence of the key points identified by them in the starter. Feedback and discuss possible reasons for any omissions. Now show the students the extract again, this time asking them to write a number to show what priority they think the key points were given in each of the extracts.
The idea behind this activity is to engage the students in a prolonged discussion using textual evidence. After the discussion the students should have a good idea of how to use a film extract and cite parts as evidence for their views on directorial choices.
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End Credits Students now are put into small groups - 3-4 and are asked to come up with a 1-minute summary of which film adaptation they felt most effectively portrayed the key points in this chapter of Pride and Prejudice. This plenary could also be used as a starting point for a speaking and listening assessment of 'Argue, Persuade, Advise' in which the students had to produce a longer presentation arguing for the film extract they preferred. |
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External Links
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1. 1967: Elopement (3:44)
